Plan for Rhetorical Analysis

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Standards to be covered

  • RL (Reading Standards) 1 – cite textual evidence to support analysis
  • RL 2 – determine multiple themes or central ideas and analyze their development in a text
  • RL 4 – understand connotations, figurative language, multiple meanings; evaluate diction;
  • RL 5 – identify and analyze structure of a text
  • RL 6 - identify and analyze “subtext” – e.g. irony, satire, understatement
  • RL 7 – analyze multiple interpretations of literature (e.g. play, novel, movie, poem)

  • RI 1 (informational texts) – provide textual evidence to support analysis; infer
  • RI 2 – identify multiple ideas, analyze their development over the text, how they build on one another to create a thesis
  • RI 3 – analyze a sequence of events and how they interact and develop over the course of the text
  • RI 4 – diction: use of loaded words, connotations, figurative language
  • RI 5 – analyze structure
  • RI 6 – author’s POV and how it is conveyed; how it contributes to the thesis, theme, style
  • RI 7 – incorporate multiple sources from multiple mediums
  • RI 8 & 9 - use of logos in Amer. Lit.; analyze historical significance, arguments, ideas and purposes of Amer. Documents

  • SL 3 (Speaking & Listening) – evaluate speaker’s POV, use of reasoning (logos), evidence, rhetoric, diction, structure, tone

  • L3 (Language) – Apply knowledge of language: appropriate use of language, tone, style according to purpose, audience
  • L4 – diction: multiple meanings, vocabulary development
  • L5 – figurative language; diction; literary & rhetorical devices (hyperbole, paradox, irony)

  • WS 2 (Writing Standards) – written examination and communication of ideas, concepts and information:
    • develop a thesis statement; organize ideas and information that builds on one another to create a comprehensive essay; APA format
    • identify the most relevant information—facts, details, extended definitions, evidence and examples
    • use transitions and syntax appropriately
    • use appropriate vocab and rhetorical devices
    • maintain academic style, tone and conventions
    • conclude appropriate to the preceding information, including what the examination/explanation implies, i.e., its significance
  • WS 5 – planning, revising editing according to what is most significant for a specific purpose and audience
  • WS 8 – gather relevant evidence from multiple, reliable sources, both print and electronic; incorporate & synthesize information into your (students’) essay.
  • WS 10 – regular practice, including extended (research, reflection & revision), as well as in-class and shorter writings

Skills

  • purpose/thesis
  • audience
  • context
  • subject
  • genre
  • speaker
  • Figurative Language
    • Hyperbole
    • Metaphor
    • Simile
    • Understatement
    • Anecdote
    • Imagery
    • Symbolism
    • Allusion
    • Analogy
  • Structure:
    • Problem/Solution, Compare/Contrast, Order of Importance, Cause & Effect
    • Unity
    • Coherence
    • Transitions
  • Diction, Loaded words, connotation, denotation
  • Syntax: rhythm, parallelism, repetition, rhetorical questions
  • Literary Devices & Literary Vocabulary (See Ms. Williams handouts)


Concepts

Includes:

  • analyzing how an argument is crafted
  • literary and rhetorical analysis (how an author conveys a theme or thesis)
  • explain/summarize ideas

Writing Tasks

  • 11/12 Grade
    • Prompt needs:
      • Author’s POV and/or argument
      • Direct vs. interpretation/inference
      • Explain writer’s use of Rhetorical devices/strategies
      • Explain how Rhetorical devices/strategies support the author’s POV or overall meaning effect
      • Analysis of text and summarize
      • MLA & plagiarism

    • Multi-Draft Paper
      • Multiple texts or 1 text
      • Compare and contrast strategies: The 2 authors are using to make a similar point or achieve a similar purpose.
      • Assess the author’s task, purpose, audience, and the strengths and weakness (limitations) of each source.
      • Use of multiple text as evidence to support the student’s writer’s POV
      • Use of relevant and well-chosen facts/evidence/definitions, details, examples, quotes.
      • Organization, formal academic language, objective tone, transitions, diction, syntax
      • Use of text jargon

    • On Demand Paper
      • Use 1 text
      • Analyze the rhetorical strategies.
      • Support your analysis with specific references to the text.
      • Student writer shall use text jargon and formal academic language
      • Organization, spelling, grammar, thesis, introduction and conclusion

  • 9/10 Grade
    • Prompt needs:
      • Identify author’s POV
      • Explain how the author develops an argument through the use of evidence - differentiate between evidence and commentary (writer’s comments versus sources)
      • Primary vs. Secondary sources
      • Summarize text and analyze and elaborate on author’s idea (do not just state author’s ideas)
      • Bias, reader’s misunderstanding, and expectations